Readers commented that the fact that teachers have to teach, research, and learn from experience when teaching integrated subjects has made the community worried and anxious.
As Thanh Nien reported, Minister of Education and Training Nguyen Kim Son has just responded to voters' petitions regarding the issue of teaching integrated subjects at secondary school level.
Teaching integrated subjects at secondary school level continues to cause concern and worry.
PHOTO: DAO NGOC THACH
Specifically, voters suggested that the Ministry of Education and Training consider adjusting the teaching of integrated subjects at secondary school level to ensure effectiveness and consistency with the high school education program.
Responding to this issue, the Minister of Education and Training cited Resolution No. 88 of the National Assembly on innovation of general education programs and textbooks, which clearly defined the content of innovation, in which, at primary and secondary levels, related contents of a number of educational fields and subjects in the current program are integrated to form integrated subjects.
Previously, in a meeting with teachers in August 2023, Mr. Nguyen Kim Son admitted: "Teaching integrated and interdisciplinary subjects is one of the most difficult things when implementing the new general education program". At this time, Mr. Nguyen Kim Son mentioned the possibility that the ministry would soon make adjustments.
Must be perfected before mass application
Raising the issue, reader (BD) Long Giap asked: "If we firmly believe that the integration trend is superior to separate subjects, why are there so many negative opinions when applying it widely?". Sharing his opinion on this question, BD Huu Tin stated: "Because the preparation stage is not thorough. The content of the book is simply grouping subjects together, but the integration part is not clear. The teaching staff has not been trained enough in integrated teaching."
Minh analyzed: "In reality, the team of teachers who both teach and research and learn from experience cannot avoid the community's concerns and worries." From there, this Board suggested: "We must research sufficiently, correctly, and completely, then apply it, not apply it widely and then learn from experience. The team of teachers for integrated classes must meet certain factors, according to what standards, if not enough, then professionally train them. When enough, we do it, if not enough, we don't do it...".
BĐ Binh An shared a story from his own family: "In the process of monitoring my child's actual learning, I found that he almost did not grasp anything when learning integrated. My child is a fairly good learner but still confused. I also sweated to support my child's integrated learning." Sharing the same concern, BĐ Thuy stated: "The integrated content has only changed from 2 or 3 subjects to a thicker book with 2 or 3 separate parts. Teachers still teach each subject or try to teach all 2 or 3 sub-subjects in one book, no more, no less."
Adjustment does not mean failure
Although the latest response document from the Ministry of Education and Training does not directly mention whether or not there will be adjustments to integrated subjects, most of the Board of Directors hope that the Ministry of Education and Training will soon make appropriate adjustments.
Nguyen Hoang, a teacher of integrated education, said: "I am an integrated teacher, but I only see integrating 2 or 3 books into one and integrating the teacher. Are we being subjective and hasty when we have not prepared enough resources for a reform as expected?" Responding to this opinion, Minh Luan, a teacher of integrated education, said: "Integration is correct, just because there are not enough regular teachers of integrated education. Innovation is always better than the old, which is cumbersome and far from reality. In my opinion, the Ministry of Education and Training needs a roadmap to have enough teachers to teach integrated education."
Truong Luu, the Director of the School of Education, said: "Many opinions have been too harsh when mentioning the "complicated points" in the integration of subjects in the new general education program. It cannot be said that the textbook replacement process has failed. However, adjustments to suit reality are necessary. Adjustments do not mean failures."
* Physics, Chemistry, Biology, History, and Geography should be separated as before. Experiential Activities should be one period/week; Local education should be integrated into History and Geography.
Son Trinh
* In junior high school, students study integrated subjects, but in high school, they study subject combinations, so I'm afraid that later on, they will have gaps in knowledge in some areas.
Kim Trinh
Source: https://thanhnien.vn/cho-thao-go-ban-khoan-mon-tich-hop-185250205204752385.htm
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